Unit Template
*Based on the Keys to Planning
Language and Level/Grade:
Spanish Level 2
Theme/Topic:
Enduring
Understanding(s):
Essential Question(s):
Unit Goals: Language
and Content
Summative
Performance
Assessments:
Approximate
Length:
Approximate
number of minutes
weekly:
Number of lessons
in the unit:
Novel: Agentes secretos y el mural de
Picasso by Mira Canion
History of the Spanish civil war
Different ways people have fought back
during times of war (throughout Spanishspeaking countries and other countries)
Pablo Picasso and his art work (Guernica
specifically)
What are ways people can stand up for what
they believe in?
How does art demonstrate an artist and their
culture?
SWBAT describe a piece of art by using color
and shape vocabulary.
SWBAT express their opinion of a piece of art
using the phrase pienso que.
SWBAT demonstrate an understanding of the
Spanish civil war and its connection to WWII.
SWBAT compare and contrast other Spanishspeaking countries and their civil wars.
Interpretive Mode:
The high school is having their Spring art
showcase and some of your friends have
different pieces of artwork being displayed.
You want to show your support for them by
finding their pieces of art, but you arent sure
who did which piece. You text your friends
and use the information they give you about
what it looks like to find their work.
Interpersonal Mode:
Youve found your friends pieces of art and
you want your other friends to see what they
are missing out on. You take a quick video
with each of the art piece describing what it
looks like and what you think of it. (Snapchat
videos)
Presentational Mode:
Students will research and put together a
profile on a Spanish-speaking artist and their
artwork. They will discuss how the artwork
represents the artist and their culture.
Standards/Benchmarks to be addressed:
ACTFL World-Readiness Standards
Communication: Interpersonal:
Interpretive:
Presentational:
Culture:
Connections:
Comparisons:
Communities:
Products: artwork
Practices: express your thoughts, opinions, and
culture with the world
Perspectives: Art can be specific to a group of people
and is a way of showcasing the culture and opinion
of the artist.
Products: loss of churchs importance
Practices: people may claim to be Catholics (or just
Christians), but do not partake in the organized
religion
Perspectives: The church did not take actions that
many believed to be right during times of war.
Making Connections:
Acquiring Information and
Spanish Civil war and
Diverse Perspectives:
WWII
Students will research
Pablo Picasso
about other artists and
their artwork.
Language
Comparisons:
Spain (Spanish,
Basque, and Catalan)
School and Global
Communities:
Finding their passions
Cultural Comparisons:
Artwork
Fight for beliefs
Lifelong Learning:
Students will
Common Core:
Content-Area Standards (CBI):
ISTE Technology Standards:
2b. Communicate information and ideas effectively to multiple audiences
using a variety of media and formats
2c. Develop cultural understanding and global awareness by engaging
with learners of other cultures
3b- Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media
Other State Language Standards or Benchmarks:
Toolbox
Language Functions:
Related
Content Compatible and Structures/Patterns
Content Obligatory
Describe artwork
ser-physical
description
Express opinion of
artwork
Pensar + que =
Vocabulary Expansion
Tier 1:
colors
shapes
Tier 2:
depending
on artist,
common
themes
found
adjectives to
describe
artwork
Tier 1:
Tier 2:
Key Learning Activities/Formative
Assessments
Key Learning
How does this
Activity/Formative
activity support
Assessment
the unit objectives
(language and
content)?
Reading newspaper articles It helps set the
about the bombing of
scene for the time
Guernica
period and why
Pablo Picasso
painted his mural
Reviews of famous art work Students will
practice describing
artwork and
expressing their
opinions
Research and present on a
Students will
piece of art that depicts
practice describing
war.
art and its
background.
Museum pamphlet
Students will write
Mode of
Communication:
Interpretive
Interpersonal
Interpersonal
Presentational
Interpretive
in the Titles and
Artists of the
artwork as they
hear their
classmates
present on them.
Resources
http://www.thetimes.co.uk/tto/news/
world/europe/article2601941.ece
http://www.eyewitnesstohistory.com/
guernica.htm
http://www.theguardian.com/media/f
rom-the-archiveblog/2011/may/25/newspapersnational-newspapers
http://mentalfloss.com/article/63103/
15-fascinating-facts-about-picassosguernica
https://www.oneonta.edu/faculty/far
beras/arth/arth200/guernica.html
http://www.pbs.org/treasuresofthewo
rld/guernica/gmain.html
Technology Integration
Powerpoint or Google Slides for
presentation
http://www.museoreinasofia.es/en/
collection/collection-2 - museum
tour
